幼儿园游戏活动中教师有效观察研究
发布时间：2018-07-20 12:41
【摘要】：首先,游戏是学龄前儿童的主要生活和学习方式。大量研究证明幼儿在游戏中能够获得社会领域、认知领域、语言领域等方面的发展。区角活动中幼儿自主的游戏情景和可观察到的幼儿游戏行为为教师观察提供了最真实的观察场景。其次,观察是具有理性、发展性、反思性眼光的基本教师专业行为。教师的观察能力在一定程度上能反映出教师的专业程度,所以为教师提出有效观察的要求能促进教师自身的专业发展。幼儿园游戏活动中教师的有效观察可以帮助教师更有效的了解幼儿,为教师做出教育决策提供帮助,以便为幼儿发展提供下一步的促进计划。最后,由于教师观察意识、观察专业知识以及观察能力的缺失与不足,导致当前教师在观察的时候不知道怎么观察、观察什么、观察之后怎么做,有的甚至把观察当作是一种工作压力,在这种情形下的教师观察有效性得不到保障。本研究采用文献法、观察法、访谈法、文本分析法作为本文的研究方法。首先选取重庆某幼儿园的某中班的幼儿和教师作为观察对象,采用非参与式观察,观察时间两个月,观察记录到的教师观察行为45份。其次选取两所不同幼儿园的12名教师作为访谈对象,与教师进行半结构式访谈。再次按照论文需求,对从这两所幼儿园中收集到122份教师观察记录材料进行文本分析。最终通过观察幼儿教师和分析教师观察记录文本材料,研究者了解教师在实践当中的观察行为,得到教师有效观察的具体表现以及所存在主要问题。通过访谈,研究者了游戏活动中教师观察的重点,以及教师理解有效观察等内容。本文主要由四部分内容组成:一、幼儿园游戏活动中教师有效观察的内涵与判断标准。经过文献分析,研究者从观察过程和观察结果对幼儿园游戏活动中教师有效观察的内涵进行了阐述,然后根据两大内涵得出了游戏活动中教师有效观察的判断标准,即:观察中能筛选出幼儿游戏中的有教育意义的信息、观察时能敏锐捕捉到幼儿发展的教育契机、观察结果能为教师做出教育策略提供判断依据。二、幼儿园游戏活动中教师有效观察的具体表现。依据有效观察的内涵和判断标准,研究者通过实践观察和对教师观察记录文本材料的分析发现,游戏活动中教师有效观察主要表现在三个方面:第一从教师看的层面,教师能筛选有教育价值的信息。第二从教师想的层面,教师能探寻幼儿游戏行为背后教育契机。第三从教师做的层面,教师能利用观察结果做出教育策略的判断。三、幼儿园游戏活动中教师有效观察存在的问题及原因分析。通过在实践中的观察与访谈,研究者发现游戏活动中教师观察有效性存在的问题及原因主要包括:第一观察意识薄弱,筛选有意义信息的主动性不足;第二相关知识与经验的欠缺,观察过程中捕捉教育契机敏锐度不足;第三教师实践智慧欠缺,观察后制定教育策略的灵活性不足;第四观察外部环境支持性有待提升,教师观察动力不足。四、提高教师观察有效性的建议策略。整合已有研究,研究者主要从以下三方面对教师有效观察提出建议策略,第一教师增强观察意志,提高观察敏锐度;第二注重专业理论知识和经验的积累,提升教师观察实践技能;第三通过教师“对话”,建立教师有效观察保障机制。
[Abstract]:First, games are the main ways of life and learning for preschool children. A large number of studies have proved that children can obtain social, cognitive and language fields in the game. Children's autonomous game situations and observable infant game behavior in the area corner activities provide the most true observation scenes for teachers to observe. Second, observation is a basic teacher professional behavior with rational, developmental and reflective vision. The observation ability of teachers can reflect the professional degree of teachers to a certain extent, so the requirement of effective observation for teachers can promote the professional development of teachers themselves. Effective understanding of children, to provide help for teachers to make educational decisions in order to provide the next step for the development of children to promote the plan. Finally, due to teachers' observation consciousness, observation of professional knowledge and the lack of observation ability, the current teachers do not know how to observe, what to observe, and how to do after observation. This study uses literature, observation, interview, and text analysis as the research method of this article. First, we choose the children and teachers in a middle class of a kindergarten in Chongqing as the observation object, and adopt non participatory observation. After two months of inspection, 45 teachers were observed and observed. Then 12 teachers from two different kindergartens were selected as interviews and semi structured interviews with teachers. In accordance with the requirements of the paper, a text analysis was carried out for 122 teacher observation materials collected from the two kindergartens. Finally, the preschool education was observed. Teachers and analytical teachers observe and record text materials, the researchers understand the teachers' observation behavior in practice, get the specific performance of teachers' effective observation and the main problems. Through interviews, the researcher focuses on the teachers' observation in the game activities and the teachers' understanding of effective observation. This paper is mainly composed of four parts. The intension and judgment standard of effective observation of teachers in kindergarten play activities. Through literature analysis, the author expounds the connotation of effective observation of teachers in kindergarten game activities from observation process and observation result, and then draws the judgment standard of effective observation of teachers in game activity according to the two connotations, that is, observation It can screen out the educational information in the children's game, and observe the educational opportunity of the preschool development acutely when observing. The observation results can provide the judgment basis for the teacher's education strategy. Two, the concrete performance of the teacher's effective observation in the kindergarten game activities. The researcher passes the practice according to the connotation and the judgment standard of the effective observation. Observation and analysis of teacher observation records text material analysis found that the effective observation of teachers in game activities mainly in three aspects: first from the level of teachers, teachers can screen the information of educational value. Second from the level of teachers' thinking, teachers can explore the opportunities for preschool games. Third from the level of teachers, teaching The teacher can make use of the observation results to make the judgment of the educational strategy. Three, the problems and reasons of the teachers' effective observation in the kindergarten play activities. Through the observation and interview in the practice, the researcher finds out the problems and reasons of the teacher observation validity in the game activities and the main reasons are as follows: the first observation is weak, and a meaningful letter is screened. Lack of interest in interest; lack of second related knowledge and experience, lack of acuity in catching educational opportunity in the course of observation; third teachers' lack of practical wisdom and lack of flexibility in developing educational strategies after observation; fourth observation of external environmental support, lack of teachers' observation power. Four, suggestions to improve the effectiveness of teachers' observation According to the existing research, the researchers mainly put forward suggestions on the effective observation of teachers from the following three aspects, the first teachers strengthen the will of observation, improve the observation sensitivity; second pay attention to the accumulation of professional theoretical knowledge and experience, and improve the teachers' observation practical skills; third through the teacher "dialogue", the effective observation guarantee mechanism of teachers is established.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.7
本文编号：2133545
[Abstract]:First, games are the main ways of life and learning for preschool children. A large number of studies have proved that children can obtain social, cognitive and language fields in the game. Children's autonomous game situations and observable infant game behavior in the area corner activities provide the most true observation scenes for teachers to observe. Second, observation is a basic teacher professional behavior with rational, developmental and reflective vision. The observation ability of teachers can reflect the professional degree of teachers to a certain extent, so the requirement of effective observation for teachers can promote the professional development of teachers themselves. Effective understanding of children, to provide help for teachers to make educational decisions in order to provide the next step for the development of children to promote the plan. Finally, due to teachers' observation consciousness, observation of professional knowledge and the lack of observation ability, the current teachers do not know how to observe, what to observe, and how to do after observation. This study uses literature, observation, interview, and text analysis as the research method of this article. First, we choose the children and teachers in a middle class of a kindergarten in Chongqing as the observation object, and adopt non participatory observation. After two months of inspection, 45 teachers were observed and observed. Then 12 teachers from two different kindergartens were selected as interviews and semi structured interviews with teachers. In accordance with the requirements of the paper, a text analysis was carried out for 122 teacher observation materials collected from the two kindergartens. Finally, the preschool education was observed. Teachers and analytical teachers observe and record text materials, the researchers understand the teachers' observation behavior in practice, get the specific performance of teachers' effective observation and the main problems. Through interviews, the researcher focuses on the teachers' observation in the game activities and the teachers' understanding of effective observation. This paper is mainly composed of four parts. The intension and judgment standard of effective observation of teachers in kindergarten play activities. Through literature analysis, the author expounds the connotation of effective observation of teachers in kindergarten game activities from observation process and observation result, and then draws the judgment standard of effective observation of teachers in game activity according to the two connotations, that is, observation It can screen out the educational information in the children's game, and observe the educational opportunity of the preschool development acutely when observing. The observation results can provide the judgment basis for the teacher's education strategy. Two, the concrete performance of the teacher's effective observation in the kindergarten game activities. The researcher passes the practice according to the connotation and the judgment standard of the effective observation. Observation and analysis of teacher observation records text material analysis found that the effective observation of teachers in game activities mainly in three aspects: first from the level of teachers, teachers can screen the information of educational value. Second from the level of teachers' thinking, teachers can explore the opportunities for preschool games. Third from the level of teachers, teaching The teacher can make use of the observation results to make the judgment of the educational strategy. Three, the problems and reasons of the teachers' effective observation in the kindergarten play activities. Through the observation and interview in the practice, the researcher finds out the problems and reasons of the teacher observation validity in the game activities and the main reasons are as follows: the first observation is weak, and a meaningful letter is screened. Lack of interest in interest; lack of second related knowledge and experience, lack of acuity in catching educational opportunity in the course of observation; third teachers' lack of practical wisdom and lack of flexibility in developing educational strategies after observation; fourth observation of external environmental support, lack of teachers' observation power. Four, suggestions to improve the effectiveness of teachers' observation According to the existing research, the researchers mainly put forward suggestions on the effective observation of teachers from the following three aspects, the first teachers strengthen the will of observation, improve the observation sensitivity; second pay attention to the accumulation of professional theoretical knowledge and experience, and improve the teachers' observation practical skills; third through the teacher "dialogue", the effective observation guarantee mechanism of teachers is established.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.7
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